Rapoport Center Human Rights and Archives Working Group

Tu-Uyen Nguyen, TAVP intern extraordinaire, will graduate this spring with majors in Asian American Studies and Classics

Ten days after the attack on the World Trade Center on September 11, 2001, Aryan Brotherhood member Mark Stroman attempted to kill three men he believed were terrorists: Vasudev Patel, Waqar Hasan, and Rais Bhuiyan. Only Bhuiyan survived to become a spokesperson against Islamophobia and the racial ignorance it represents. Ten years later when Stroman was issued the death penalty, Bhuiyan sued Texas Governor Rick Perry to stop Stroman’s execution. When Rais Bhuiyan survived Mark Stroman’s bullets, I was in in the fifth grade and without a clue that a decade later, I would be transcribing his interview with the Texas After Violence Project. When Stroman was executed, I was a junior at UT starting my Asian American Studies coursework as my third major. While I have only finished transcribing two of the eight hours of Bhuiyan’s interview, it has already taught me meaningful historical, educational, and personal lessons.

From Bhuiyan’s oral history interview, we learn a lot about Bhuiyan’s middle-class family experience in Bangladesh: his childhood memories of shaking mango trees during the rainy season to gather their fruit, and his coming of age in the nation’s top military school. Military school was foundational to Bhuiyan’s aspirations as a young man deciding his life path, just like the thousands of students at UT Austin are deciding their own future. Bhuiyan’s first dream to be a pilot in the Bangladeshi Air Force changed to a “dream to come to U.S. for higher education and to experience the American Dream and see the world.” Bhuiyan talks about what the American Dream is to him and how racial representation emblematizes the progress the U.S. has made:

“This is a free country where whatever you want to be, you can be… If you dream for it, you go for it, and you work hard, and you know, you achieve your goal. And you will lead a free life, you have the freedom of speech, you have the freedom of – expressing yourself. Whatever you want to be, you can be that. And our presence is an example of that. Who thought that within sixty years of segregation that there would be a black man in the White House, right?”

Bhuiyan’s remarks resonate with many of the narratives, images, and concepts of the American Dream I have encountered in my Asian American Studies coursework, pertaining to war, diaspora, labor migrations, and immigration exclusions and reform. Rais Bhuiyan is one individual whose perspective demonstrates how both Americans and people abroad understand the American Dream.

For me, as a student and future teacher, the implications of working with the Bhuiyan interview are both academic and personal. My Asian American Studies major provides me with a critical framework for exploring our shared experiences as Americans encountering race, gender, class, sexual orientation, ability, and other identity features that influence our individual and collective agency. As I continue to transcribe Bhuiyan’s interview with the Texas After Violence Project, I will be reflecting on the shooting incident that brought Bhuiyan as a Muslim American in contact with a white supremacist. I will be learning how Stroman learned about peace and acceptance from Bhuiyan’s advocacy against his execution. I will learn more about Bhuiyan’s personal philosophy against the death penalty and his perspective on our community as human individuals rather than simply criminals and victims. By learning about Bhuiyan’s experience and knowledge as it is represented in the TAVP archive, I am gaining a deeper understanding of the American dream, ways of remembering 9/11, and how to negotiate the death penalty as a Texan and an American.

Rebecca Lorins, Acting Director of the TAVP and organizer of the Amplify Archives event, kicked off the discussion by welcoming the audience and providing some background on the purpose and operations of the TAVP, which aims to collect and archive oral histories that reflect how the death penalty affects communities throughout Texas. Kathryn Darnall, Graduate Research Assistant, followed up Rebecca’s remarks with an explanation of the HRDI’s mission to digitally preserve the archives of social justice movements.

Next, Naomi Paik, Professor of American Studies and Asian American Studies at UT, reflected on her experiences teaching “American Studies 370: Race, Memory, Violence” during Spring of 2012.

Dr. Paik reflects on her course “AMS 370: Race, Memory, and Violence”

Dr. Paik’s course description reads as follows: “This interdisciplinary course examines how processes of racial formation and histories of racial violence shape knowledge production about the past in both historical narratives and in collective and individual memory. We will consider how narratives of the past are produced—from the selection of facts, their assemblage into archives, and creation of historical stories from the archives, as well as in the living and recorded memories of witnesses to the past. ”

Dr. Paik described how the TAVP archives anchored a course unit on race and U.S. imprisonment regimes. In consultation with Rebecca Lorins, she selected several TAVP oral history interviews representing multiple divergent perspectives on and experiences with the death penalty. Working in small groups, students analyzed the archives in terms of how they interacted with prevailing histories and assumptions about capital punishment in the U.S. Dr. Paik emphasized how powerful it is for UT students to engage with archives that are so closely tied to Texas state and regional history.

Following Dr. Paik’s remarks, I said a few words about my role as an intermediary between UT and the TAVP as an Austin community organization.

Charlotte Nunes discusses her role facilitating the BDP-TAVP internship experience

I have a long-standing relationship with Rebecca Lorins and the TAVP since I worked as a Graduate Assistant for the Bridging Disciplines Program (BDP), an interdisciplinary certificate program at UT. Over the years, the TAVP has hosted several undergraduate interns from the BDP, and Rebecca was a fantastic resource and collaborator as I pursued a project to support BDP interns by creating workshops and other resources on effective internship practices and responsible community engagement. When I took on co-Chairing responsibilities for the Human Rights and Archives Working Group in Fall 2013, Rebecca and I agreed that the time was right to mobilize a project that would offer BDP interns meaningful skill-building opportunities while substantively advancing the digital archiving mission of the TAVP. We circulated this call for interns, and I personally recruited several BDP students I thought might appreciate the opportunity.

Our recruitment efforts yielded a team of five stellar interns, all of whom have demonstrated exemplary commitment to our semester-long digital archiving project. Rebecca does the vast majority of the supervising work; however, we agree that my role serving as an intermediary between the TAVP and the BDP, and offering supervisory support to Rebecca (for example, I respond to blog posts, edit interns’ written work, and facilitate reading discussions on archival theory and practice), is part of what makes this such a functional university-community engagement project. This intermediary-consultant model is very effective at facilitating undergraduate engagement with archival materials. Looking to the future, I think that creating these types of consultant positions for graduate students could offer great professionalization opportunities. (Hmm… possible category of grant funding??)

The panel concluded with inspiring contributions from the TAVP intern team.

Jordan Weber, Tu-Uyen Nguyen, Lillie Leone, Sharla Biefeld, and Jessica Rubio discussed how the internship is connecting with their undergraduate education. Tu-Uyen shared how transcribing and archiving an interview with Rais Bhuiyan, a Bangladeshi-American who survived a murder attempt, is enriching her Asian American Studies minor. Lillie discussed how the hands-on, skill-building aspect of the internship complements and enhances what she’s learning in UT classrooms. Several of the students talked about how the internship has illuminated the definition and potential of oral history as a category of knowledge production and transmission.

A big thank you to all the panel participants and audience members for a fascinating discussion!

Today, the Texas After Violence Project intern team had the opportunity to participate in a GLIFOS workshop with T-Kay Sangwand, Human Rights Archivist, and Kathryn Darnall, Graduate Research Assistant, both of the UT Libraries Human Rights Documentation Initiative.

Since 2009, the Human Rights Documentation Initiative has partnered with the Texas After Violence Project to digitally archive the audiovisual oral history interviews collected by the TAVP. The interviews, which document how the death penalty has influenced Texas communities, are freely available as a resource for public dialogue and scholarly research. GLIFOS is the software used by the HRDI to sync interview transcripts with interview recordings. This makes the interviews more accessible as research tools; they are searchable by content, so researchers can quickly find the themes and topics that most interest them within the oral history interviews.

A TAVP oral history interview with Donna Hogan, digitally archived at the Human Rights Documentation Initiative; note the synced transcript next to the video of the interview.

Each student intern is responsible for bringing one entire TAVP interview to completion, from transcription to HRDI archive and TAVP narrator page. This way, Rebecca Lorins (TAVP Acting Director) and I hope that the students feel a stronger stake in the project, and we also like the idea that they’ll have a shareable “deliverable” to showcase on their resumes at the end of the semester. Now that the interns have made such impressive progress transcribing, formatting, drafting abstracts, and creating tables of contents for the series of TAVP interviews they’re working on, they’re ready to begin the digital archiving process. T-Kay assigned them usernames and passwords so that they can log in to the HRDI website and edit metadata in the TAVP portion of the site.

T-Kay and Kathryn offered a useful GLIFOS manual that has been in development since the beginning of the TAVP-HRDI collaboration in 2009. After orienting the group to GLIFOS Social Media (GSM), T-Kay and Kathryn invited the students to begin the process of archiving their respective interviews. Thus the “work” part of the workshop began!

Here’s a look behind the metadata scenes on the TAVP HRDI site:

The metadata page for a TAVP oral history interview with Ireland Beazley

Descriptive metadata fields include interview creators and contributors, languages, geographic foci, and intellectual property rights. Once the interns filled out the metadata fields, they began the time-intensive process of syncing transcripts with video. The interns did a great job engaging with the technical aspects of the workshop. A big thank-you to T-Kay and Kathryn for sharing their expertise and providing the TAVP intern team with such a useful, hands-on digital skill-building opportunity!

Today I met with four members of the TAVP digital archiving internship team for a transcription workshop and work session.

Making reference to the Baylor Institute for Oral History Style Guide, we discussed the challenges and responsibilities that come with transcribing spoken testimony. Lillie, who has done some important work formatting TAVP transcriptions, brought up the challenge of determining when to edit out false starts and hanging phrases. In accordance with the Style Guide, she doesn’t want to include every false start, but at the same time she doesn’t want to compromise the integrity of the narrator’s voice. We agreed that while transcribing and formatting interviews might initially seem like straightforward tasks, in practice they involve a lot of careful judgement calls.

Despite the challenges, we agreed that there are many benefits of adhering to a standardized formatting system. It gives the oral history archive a professional edge, which conveys respect for narrators’ contributions. Standardizing transcriptions also makes them more useful as research tools, since researchers know where to look for certain information and what to expect in terms of layout.

After the transcription workshop, the interns jumped in to the transcribing task!

Jordan, Sharla, Lillie, and Tu-Uyen are pictured here showcasing the discs that hold the video-recorded interviews they’re transcribing. After I snapped this picture, they popped the discs into the laptops, put in their headphones, and commenced “listening for a change.”

Jordan is transcribing an interview with Keith Brooks, son of Charlie Brooks, Jr., who in 1982 was the first person in the U.S. to be executed by lethal injection. Jordan, like the Brooks family, is from the Fort Worth area. He shared his thoughts on the deep community value of Keith Brooks’ personal story.

“This is gold! I have a personal connection to this story because I grew up nearby where Keith Brooks grew up. He mentions my high school! He talks a lot about the social conditions that impacted his life and his father’s life and related to his execution. Listening to his story has allowed me to go back and analyze my own community. I think that’s really important in this project. We’re documenting really important and vital stories that can affect national debates about the death penalty, but they’re coming from our communities. Keith Brooks’ story is really, truly a Texas story, and I feel that as citizens of Texas we need to listen to these stories and evaluate our legal institutions by considering them from this personal level.”

Last Friday, I got together for an orientation session with Rebecca Lorins, Acting Director of the Texas After Violence Project, and six fantastic undergraduate interns recruited from UT-Austin’s Bridging Disciplines Programs. Although several of the students had already gotten started on transcription tasks, the two-hour orientation gave everyone a chance to meet each other and set goals for our semester-long project to process a series of TAVP interviews and archive them at the UT Libraries Human Rights Documentation Initiative. Here’s our super team! From left to right: Blair Robbins, Jordan Weber, Charlotte Nunes, Jessica Rubio, Lillie Leone, Tu-Uyen Nguyen, and Sharla Biefeld.

Apologies for the none too high quality image, but thanks to Rebecca for thinking to snap a picture!

Rebecca took the lead during the orientation, offering students excellent background on the history and identity of the TAVP as well as the history of the death penalty in Texas. She also offered helpful remarks on oral history theory and practice. I facilitated discussion of two pertinent readings Rebecca selected for the occasion: “What’s Messing With Texas Death Sentences?” by David McCord and “What is a ‘Good’ Interview?” by Ronald Grele.

Image credit: Jessica Rubio

The interns asked great questions and engaged closely with the readings in discussion. Several of them made insightful points about how the readings related to their TAVP experience thus far. For example, Jordan and Sharla talked about how the overall decline in executions in Texas in recent years figures in some of the oral histories they are transcribing. Their comments led to a dynamic discussion about how individual’s personal stories relate to structural developments in law and policy.

Now that the students are off and running on auditing, transcription, and formatting processes, Jessica Rubio kindly gave me permission to share her reflections on the early days of her internship. Jessica’s eloquent reflections provide insights into the technical aspects of the auditing process as well as the profound emotional experiences that sometimes attend this process:

“The most relatable way to describe the first week of my TAVP internship is by calling it a whirlwind of emotions; I began the week flooded with excitement and anticipation of what was soon to come and ended the week bewildered by what I’d seen and heard. My first task was listening to and auditing the transcription of an interview with Derrek Brooks, a son of the first man killed by lethal injection in the United States. Throughout the interview I found myself constantly pausing the audio to fully absorb whatever I’d just heard. I came into the story a complete stranger and found that every new piece of information seemed to be more important or more crucial than the last.

Listening to Derrek’s story was like meeting a stranger at a party and playing audience to a first-hand account of their life from beginning to end; at the onset the only thing you know will happen is that there will be ups and downs in their story along the way. Even though I was expecting the ups and downs of Derrek’s story I found that each dip and rise of this rollercoaster was more profound than I had expected. I directly felt Derrek’s emotions throughout, from the obvious pain he feels due to an absent father to the eagerness in his voice to tell of what he feels to be an injustice and his goal to exonerate his father posthumously.

While auditing Derrek’s interview was certainly a monumental task to step off with, I’m certainly glad my introduction to this internship didn’t play out any other way. I really believe that delving in so deep so quickly instantly opened my eyes to what to expect out of this internship and also what all this process entails. I feel that every task from here on – large or small – I’ll be prepared for. I’m glad I had this base to jump from because I now fully see just how this work effects those both directly and indirectly involved.”

I recently completed my PhD in English at the University of Texas at Austin. Currently, I teach World Literature classes at UT and co-Chair the Rapoport Center Human Rights and Archives Working Group. Over the course of writing my dissertation on fiction of the British Empire, I continually looked to archives for the incomparable sense of context they offer. Archival materials including the Anti-Slavery Reporter and Aborigines’ Friend, published out of London from 1840 to 1931, Leonard Woolf’s unpublished correspondence during the mid-nineteen-teens with E.W. Perera, Sri Lankan lawyer and activist, and various typed and handwritten drafts of Coolie (1936), published by Anglophone Indian writer Mulk Raj Anand, all provided valuable insights into how novelists like E.M. Forster, Leonard Woolf, and Winifred Holtby oriented themselves to literary and political collaborators in areas of India, Sri Lanka, and South Africa.

The more I used archives as a student, the more interested I became in using archives as a teacher. During a Graduate Assistantship at the UT Bridging Disciplines Programs, I learned about the growing trend toward inquiry-based learning in higher education. Recognizing the utility of archival research tasks for facilitating undergraduate research skills such as thinking critically, identifying and summarizing main ideas, recognizing the contingency of knowledge, delineating fields of inquiry, and building research questions, I initiated a project to expand support for undergraduate archival research at UT’s many glorious archival institutions. I created a series of resources for both students and educators on archives and interdisciplinary education, and developed an interactive Archival Research Workshop, which I have presented to undergraduate classes in English, History, and Government.

This semester—spring 2014—will be a fun one in terms of archives and education. I’m integrating a substantial archive component in the two world literature surveys I teach. And as Archives and Education point-person for the Human Rights and Archives Working Group, I’m collaborating with Rebecca Lorins of the Texas After Violence Project (TAVP) to offer a team of UT undergraduate interns a meaningful opportunity to learn about digital archives by building them. The students are processing interviews with people who have been affected by the death penalty in Texas, and archiving them at the UT Libraries Human Rights Documentation Initiative (HRDI). Rebecca and I hope that the project will provide a rich internship experience for the students while substantively advancing the mission of the TAVP.

I established this blog to document and reflect upon these projects, as well as to chronicle events and opportunities of interest having to do with archives and education at UT and beyond. I hope you’ll visit often! I welcome your comments, questions, and suggestions for content.

I’m very excited about the capacity of archives—both digital and material—to enhance undergraduate education. Are you interested in archives and education? Let’s talk! E-mail me at nunesc@lafayette.edu, follow me on Twitter @CharlotteLNunes, or contact me here: